Jerome Bruner Quotes

I do not think that the educational program of our schools should be determined by what the community thinks it needs.

By no definition of any modern scientist is intelligent design science, and it's a waste of our students' time to subject them to it.

I don't think that it is necessary to rethink curricular goals. But it is certainly worth thinking about whether these goals can be reached in multiple ways.

We are taught for the schoolroom, not for life.

I always enjoyed the kids, but I didn't enjoy the bureaucracy of the educational system.

I think that any important educational goal can be realized via several routes.

We do need curriculum reform. And it should happen at the state and local level. That is where educational policy belongs, because if a parent is unhappy with what their child is being taught in school, they can go to that local school board or their state legislature, or their governor and get it changed.

Whoever controls the education of our children controls the future.

Most of us are visual learners. Some of us are auditor learners – we learn by hearing. Many of us are kinesthetic learners. We learn by doing, touching, feeling. I have found … that we need an educational model that is current, that meets the need of our students. America must understand that she needs Muslims.

Our whole educational problem suffers from a one-sided approach to the child who is to be educated, and from an equally one-sided lack of emphasis on the uneducatedness of the educator.

The objective of education should be impressed on the children's minds. The academic education of today is shallow and useless because it has no value orientation.

Now, tell me how you're going to teach the history of Jefferson, and cut out all those quotes and cut out all these facts, and cut out the key line of the Declaration of Independence: We are endowed by our Creator. I mean you have to have a conscious deliberate censorship of America, which is what the left and the courts and the classrooms has had for 40 years.

It's pretty much how we get anything added to the curriculum. When parents said children needed to be computer literate, the schools started responding. The same thing is true of basic financial literacy.

If we use these common standards as the foundation for better schools, we can give all kids a robust curriculum taught by well prepared, well supported teachers who can help prepare them for success in college, life and careers.

I think even in American schools, they must be studying in a specialized manner.

we have not yet developed a system of education that is not a system of indoctrination.

All that we need explicitly to note is that, the more the passive attention is relied on, by keeping the material interesting; and the less the kind of attention requiring effort is appealed to; the more smoothly and pleasantly the classroom work goes on.

To know psychology, therefore, is absolutely no guarantee that we shall be good teacher.

It makes little sense to spend a month teaching decimal fractions to fourth-grade pupils when they can be taught in a week, and better understood and retained, by sixth-grade students. Child-centeredness does not mean lack of rigor or standards; it does mean finding the best match between curricula and children's developing interests and abilities.

Our educational system now teaches every kid the same thing. It's like rubber stamping!

Training teaches how. Education teaches why.

Some authors regard morality in the same light as we regard modern architecture. Convenience is the first thing to be looked for.

Education is suffering from narration sickness.

A teacher can never truly teach unless he is still learning himself. A lamp can never light another lamp unless it continues to burn its own flame. The teacher who has come to the end of his subject, who has no living traffic with his knowledge but merely repeats his lesson to his students, can only load their minds, he cannot quicken them.

Standardised tests cannot capture all, but on the other hand, students who are not capable of doing well on standardised tests are not well-equipped to thrive in today's world and so it's important for teachers to ensure that students gain the foundation necessary to meet the baseline educational standards these tests represent.